TY  - BOOK
AU  - Henderson,Kathryn I.
AU  - Palmer,Deborah K.
TI  - Dual Language Bilingual Education: Teacher Cases and Perspectives on Large-Scale Implementation 
T2  - Bilingual Education & Bilingualism
SN  - 9781788928090
U1  - 370.117 23
PY  - 2020///]
CY  - Bristol, Blue Ridge Summit
PB  - Multilingual Matters
KW  - Education, Bilingual
KW  - Case studies
KW  - Study and teaching
KW  - Second language acquisition
KW  - LANGUAGE ARTS & DISCIPLINES / Linguistics / General
KW  - bisacsh
KW  - DBLE
KW  - Dual Language and Dual Immersion
KW  - Education of emerging bilingual students
KW  - Teachers as language policymakers
KW  - bilingual education
KW  - dual language bilingual education
KW  - dual language programs
KW  - dual language teaching
KW  - foreign language immersion
KW  - heritage language programs
KW  - language policy
KW  - one-way dual language
KW  - teacher cases
KW  - two-way dual language
N1  - Frontmatter --; Contents --; Acknowledgements --; 1. Large-Scale Implementation of Dual Language Bilingual Education: A Key Moment in History --; 2. Guiding Theories: A Language Policy and Language Ecology Framework for Exploring DLBE Program Implementation --; 3. Teacher Perspectives on a District-Wide Dual Language Bilingual Education Language Policy Implementation: An Overview --; 4. Teacher Cases: Implementing DLBE with Fidelity or Language Separation in a Bilingual Context --; 5. Teacher Cases: Struggling to Implement DLBE or Multiple and Contradictory Policy Mandates --; 6. Teacher Cases: Adapting the Model or Valuing Linguistic Hybridity in DLBE --; 7. Discussion and Conclusions: Implementing DLBE to Serve Emerging Bilinguals --; References --; Index; restricted access
N2  - This book explores the role of the teacher in dual language bilingual education (DLBE) implementation in a time of nationwide program expansion, in large part due to new and unprecedented top-down initiatives at state and district level. The book provides case studies of DLBE teachers who: (a) implemented the DLBE model with fidelity; (b) struggled to implement the DLBE model; and (c) adapted the DLBE model to meet the needs of their local classroom context. The book demonstrates the way teachers as language policymakers navigate and interpret district-wide DLBE implementation and the tensions that surface through this process. The research, conducted over four years using a variety of methods, highlights the challenges and opportunities faced by teachers implementing DLBE, and will be of interest to both teachers and administrators of DLBE programs as well as scholars working in bilingual education
UR  - https://doi.org/10.21832/9781788928106
UR  - https://www.degruyter.com/isbn/9781788928106
UR  - https://www.degruyter.com/document/cover/isbn/9781788928106/original
ER  -